We welcome manuscripts on teaching any historical subject, time period, or region. Here are some questions that may be addressed... other questions as well as proposals from diverse perspectives are encouraged.

1. What pedagogical or andragogical approaches should be used in teaching an undergraduate or graduate history class?
2. As our understanding of history and historical development changes, how should we adjust our teaching and learning facilitation methods to reflect these changes?
3. What types of methods work best at each level--high school, community college, undergraduate, graduate or post-graduate?
4. How appropriate or effective are currently broadly popular methods, such as cooperative learning (i.e. group work), service learning, and educational games, for the history classroom?
5. How much should we adapt old methods or move to completely new approaches? In other words, how and how far should we teach beyond the textbook?
6. How can we assess the relative effectiveness of new methods for teaching history?
7. What do we teach and/or should we teach in a secondary school history class: memory, heritage, traditional indigenous histories, counterfactual history, or reading and writing? How much history should be required in a school curriculum?
8. What educational technology is useful for teaching history?
9. How can we effectively use educational technology to promote historical understanding?
10. What is the effect of computer-based technology on historical scholarship and teaching?

Who May Submit:

Manuscripts are sought from those whose experiences and methods in the college or high school classroom have produced meaningful ways to teach history, whether in the traditional classroom, through on-line courses, or a combination of class meetings and web-based work. Submissions may be in the form of research reports, case studies, research in progress, or theoretical papers. Please identify your submission with keyword: HISTORY

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